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Latest memory research news from MempoweredenReading information aloud to yourself improves memoryhttp://www.memory-key.com/research/news/reading-information-aloud-yourself-improves-memory
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A lab experiment finds we remember written information better when we read it aloud, and that this is more due to the self involvement than to the motor aspect of producing the words.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>Confirming what many of us have learned through practical experience, a study comparing different strategies of reading or listening has found that you are more likely to remember something if you read it out loud to yourself.</p>
<p>In the study, 75 undergraduate students first spent around 15 minutes being recorded as they read aloud 160 common words. They were not told any reason for this activity. Two weeks later, they attended another short session, in which they were told that they would be given the same words they had read earlier, and they would then be tested on their memory of them. Half of the 160 words were given to them in four learning conditions (20 words in each):</p>
<ul>
<li>reading silently</li>
<li>hearing someone else read</li>
<li>listening to a recording of oneself reading (taken from the first session)</li>
<li>reading aloud.</li>
</ul>
<p>They were then given a self-paced recognition test involving all 160 words, and had to classify each one as “studied” or “new”.</p>
<p>The expected pattern of performance was consistent with that hypothesized: reading aloud was best, followed by hearing oneself, then hearing another, and finally reading silently. There was not a lot of difference between saying aloud and hearing oneself, however — words that were said aloud were only marginally better remembered than those in which one heard oneself say the word (hit rate of 77% vs 74%). Hearing someone else speak was significantly better than simply reading silently (69% vs 65%) (I know, it doesn’t seem much more different, but the first comparison didn’t reach statistical significance, and the second did, just). Much clearer was the comparison between those conditions with a self-referential component (reading aloud, hearing yourself) vs conditions with no such component — here the difference was very clearly significant. This was supported by the results of an unplanned comparison between the hear-self and hear-other conditions, which also produced a significant difference.</p>
<p>These results are consistent with previous research, though the differences are smaller than previous. It seems likely that this might be due to the necessity for participants to have previously experienced the words in the earlier session (obviously it would have been much better to have a substantially longer period between the sessions; I assume logistical issues were behind this choice).</p>
<p>In any case, the findings do support the idea that reading aloud helps memory through all three of its ‘extra’ components:</p>
<ul>
<li>the motor aspect in producing the word</li>
<li>the auditory aspect in hearing the word</li>
<li>the self-referential aspect of being associated with one self.</li>
</ul>
<p>Notably, this study suggests that it is the third of these (self-referential) that is the most important aspect, with the motor aspect being least important.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2017-12/uow-sfr113017.php">https://www.eurekalert.org/pub_releases/2017-12/uow-sfr113017.php</a></p>
</div></div></div><div class="field field-name-field-news-source field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"></div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4335] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13354" rel="nofollow">Forrin ND</a>, <a href="/biblio?f%5Bauthor%5D=13355" rel="nofollow">MacLeod CM</a></span>. <a href="https://doi.org/10.1080/09658211.2017.1383434"><span class="biblio-title">This time it’s personal: the memory benefit of hearing oneself</span></a>. Memory [Internet]. 2018 ;26(4):574 - 579. Available from: <a href="https://doi.org/10.1080/09658211.2017.1383434">https://doi.org/10.1080/09658211.2017.1383434</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=This+time+it%E2%80%99s+personal%3A+the+memory+benefit+of+hearing+oneself&amp;rft.title=Memory&amp;rft.isbn=0965-8211&amp;rft.date=2018&amp;rft.volume=26&amp;rft.issue=4&amp;rft.spage=574&amp;rft.epage=579&amp;rft.aulast=Forrin&amp;rft.aufirst=Noah&amp;rft.au=MacLeod%2C+Colin"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-6 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/strategies/everyday-strategies" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Everyday strategies</a></li><li class="field-item odd"><a href="/category/topics/strategies/learning-strategies/study-skills" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Study skills</a></li><li class="field-item even"><a href="/tags-strategies/strategies-older-adults" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">strategies older adults</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-8 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/620" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">hearing</a></li><li class="field-item odd"><a href="/taxonomy/term/476" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">encoding</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/strategies" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Strategies</a></li></ul></div>Thu, 10 May 2018 05:00:44 +0000Fiona McPherson4351 at http://www.memory-key.comGist memory may be why false memories are more common in older adultshttp://www.memory-key.com/research/news/gist-memory-may-be-why-false-memories-are-more-common-older-adults
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>Gist processing appears to play a strong role in false memories.</li>
<li>Older adults rely on gist memory more.</li>
<li>Older adults find it harder to recall specific sensory details that would help confirm whether a memory is true.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>Do older adults forget as much as they think, or is it rather that they ‘misremember’?</p>
<p>A small study adds to evidence that gist memory plays an important role in false memories at any age, but older adults are more susceptible to misremembering because of their greater use of gist memory.</p>
<p>Gist memory is about remembering the broad story, not the details. We use schemas a lot. Schemas are concepts we build over time for events and experiences, in order to relieve the <a class="lexicon-term" href="/lexicon/2/letter_c#cognitive_load" title="&amp;nbsp;the burden on your limited working memory system made by information-processing tasks. In the context of education, cognitive load theory is the theory that the more information to be processed, the more challenging the learning task.">cognitive load</a>. They allow us to respond and process faster. We build schemas for such things as going to the dentist, going to a restaurant, attending a lecture, and so on. Schemas are very useful, reminding us what to expect and what to do in situations we have experienced before. But they are also responsible for errors of perception and memory — we see and remember what we expect to see.</p>
<p>As we get older, we do of course build up more and firmer schemas, making it harder to really see with fresh eyes. Which means it’s harder for us to notice the details, and easier for us to misremember what we saw.</p>
<p>A small study involving 20 older adults (mean age 75) had participants look at 26 different pictures of common scenes (such as a farmyard, a bathroom) for about 10 seconds, and asked them to remember as much as they could about the scenes. Later, they were shown 300 pictures of objects that were either in the scene, related to the scene (but not actually in the scene), or not commonly associated to the scene, and were required to say whether or not the objects were in the picture. Brain activity was monitored during these tests. Performance was also compared with that produced in a previous identical study, involving 22 young adults (mean age 23).</p>
<p>As expected and as is typical, there was a higher hit rate for schematic items and a higher rate of false memories for schematically related lures (items that belong to the schema but didn’t appear in the picture). True memories activated the typical retrieval network (<a class="lexicon-term" href="/lexicon/1/letter_m#medial_prefrontal_cortex" title="part of the prefrontal cortex close to the midline, implicated in social memory -- in particular, self-reflection as well as theory of mind and empathy. The region is also involved when sounds evoke feelings.">medial prefrontal cortex</a>, <a class="lexicon-term" href="/lexicon/1/letter_h#hippocampus" title="means &quot;sea horse&quot;, and is named for its shape. It is one of the oldest parts of the brain, and is buried deep inside, within the limbic lobe. The hippocampus is important for the forming, and perhaps long-term storage, of associative and episodic memories. Specifically, the hippocampus has been implicated in (among other things) the encoding of face-name associations, the retrieval of face-name associations, the encoding of events, the recall of personal memories in response to smells. It may also be involved in the processes by which memories are consolidated during sleep.">hippocampus</a>/<a class="lexicon-term" href="/lexicon/1/letter_p#parahippocampal" title="is located in the limbic lobe. Recent research has found neurons here that are responsive to landmarks.">parahippocampal</a> <a class="lexicon-term" href="/lexicon/1/letter_g#gyrus" title="a fold or convolution in the cerebrum (compare sulcus)">gyrus</a>, inferior <a class="lexicon-term" href="/lexicon/1/letter_p#parietal_lobe" title="one of the lobes of the cerebrum, situated at the top, behind the frontal lobe. The primary sensory area is located in the parietal lobe - this is where nerve impulses carrying sensations of pain, temperature, touch, and pressure come. Areas in the parietal lobe are also involved in spatial orientation, speech and language development, and attention.">parietal lobe</a>, right middle temporal gyrus, and left <a class="lexicon-term" href="/lexicon/1/letter_f#fusiform_gyrus" title="a gyrus in the temporal lobe. Part of a network of brain regions with the amygdala as well as the medial prefrontal cortex, the occipitofrontal cortex, and the superior temporal sulcus, which are involved in the processing of socially salient stimuli (important for social behavior). The fusiform gyrus is particularly implicated in face recognition. The right fusiform gyrus has been implicated in the processing of positive emotional contexts.">fusiform gyrus</a>).</p>
<p>Activity in some of these regions (frontal-parietal regions, left hippocampus, right MTG, and left fusiform) distinguished hits from false alarms, supporting the idea that it’s more demanding to retrieve true memories than illusory ones. This contrasts with younger adults who in this and previous research have displayed the opposite pattern. The finding is consistent, however, with the theory that older adults tend to engage frontal resources at an earlier level of difficulty.</p>
<p>Older adults also displayed greater activation in the medial prefrontal cortex for both schematic and non-schematic hits than young adults did.</p>
<p>While true memories activated the typical retrieval network, and there were different patterns of activity for schematic vs non-schematic hits, there was no distinctive pattern of activity for retrieving false memories. However, there was increased activity in the <a class="lexicon-term" href="/lexicon/1/letter_m#middle_frontal_gyrus" title="a gyrus in the middle part of the frontal lobe.">middle frontal gyrus</a>, middle temporal gyrus, and hippocampus/parahippocampal gyrus as a function of the <i>rate</i> of false memories.</p>
<p>Imaging also revealed that, like younger adults, older adults also engage the <a class="lexicon-term" href="/lexicon/1/letter_v#ventromedial_prefrontal_cortex" title="the rear part of the prefrontal cortex, including the cortex on top of the orbits of both eyes and the inside part of the frontal lobes.">ventromedial prefrontal cortex</a> when retrieving schematic information, and that they do so to a greater extent. Activation patterns also support the role of the <a class="lexicon-term" href="/lexicon/1/letter_m#mediotemporal_lobe" title="includes the hippocampus, the amygdala, and the entorhinal and perirhinal cortices. Although given this name, the idea that this is an integrated memory system with a common function has recently been questioned. It is observed that the various components evolved at different points. Nevertheless, we may say that the MTL appears to be involved in declarative learning (facts and events), being particularly important during initial learning. There is some evidence that long-term consolidation of memories is guided by the MTL, in particular by the entorhinal cortex (which is damaged in the early stages of Alzheimer’s disease). Moreover, a recent study showed that progressive atrophy in the medial temporal lobe was the most significant predictor of cognitive decline in seniors.">mediotemporal lobe</a> (MTL), and the posterior hippocampus/parahippocampal gyrus in particular, in determining true memories from false. Note that schematic information is not part of this region’s concern, and there was no consistent difference in activation in this region for schematic vs non-schematic hits. But older adults showed this shift within the hippocampus, with much of the activity moving to a more posterior region.</p>
<p>Sensory details are also important for distinguishing between true and false memories, but, apart from activity in the left fusiform gyrus, older adults — unlike younger adults — did not show any differential activation in the occipital cortex. This finding is consistent with previous research, and supports the conclusion that older adults don’t experience the recapitulation of sensory details in the same way that younger adults do. This, of course, adds to the difficulty they have in distinguishing true and false memories.</p>
<p>Older adults also showed differential activation of the right MTG, involved in gist processing, for true memories. Again, this is not found in younger adults, and supports the idea that older adults depend more on schematic gist information to assess whether a memory is true.</p>
<p>However, in older adults, increased activation of both the MTL and the MTG is seen as rates of false alarms increase, indicating that both gist and episodic memory contribute to their false memories. This is also in line with previous research, suggesting that memories of specific events and details can (incorrectly) provide support for false memories that are consistent with such events.</p>
<p>Older adults, unlike young adults, failed to show differential activity in the retrieval network for targets and lures (items that fit in with the schema, but were not in fact present in the image).</p>
<p>What does all this mean? Here’s what’s important:</p>
<ul>
<li>older adults tend to use schema information more when trying to remember</li>
<li>older adults find it harder to recall specific sensory details that would help confirm a memory’s veracity</li>
<li>at all ages, gist processing appears to play a strong role in false memories</li>
<li>memory of specific (true) details can be used to endorse related (but false) details.</li>
</ul>
<p>What can you do about any of this? One approach would be to make an effort to recall specific sensory details of an event rather than relying on the easier generic event that comes to mind first. So, for example, if you’re asked to go to the store to pick up orange juice, tomatoes and muesli, you might end up with more familiar items — a sort of default position, as it were, because you can’t quite remember what you were asked. If you make an effort to remember the occasion of being told — where you were, how the other person looked, what time of day it was, other things you talked about, etc — you might be able to bring the actual items to mind. A lot of the time, we simply don’t make the effort, because we don’t think we can remember.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2018-03/ps-fdg032118.php">https://www.eurekalert.org/pub_releases/2018-03/ps-fdg032118.php</a></p>
</div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4331] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13340" rel="nofollow">Webb CE</a>, <a href="/biblio?f%5Bauthor%5D=13341" rel="nofollow">Dennis NA</a></span>. <a href="https://academic.oup.com/psychsocgerontology/advance-article/doi/10.1093/geronb/gby011/4840027"><span class="biblio-title">Differentiating True and False Schematic Memories in Older Adults</span></a>. The Journals of Gerontology: Series B [Internet]. Submitted . Available from: <a href="https://academic.oup.com/psychsocgerontology/advance-article/doi/10.1093/geronb/gby011/4840027">https://academic.oup.com/psychsocgerontology/advance-article/doi/10.1093/geronb/gby011/4840027</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Differentiating+True+and+False+Schematic+Memories+in+Older+Adults&amp;rft.title=The+Journals+of+Gerontology%3A+Series+B&amp;rft.stitle=J+Gerontol+B+Psychol+Sci+Soc+Sci&amp;rft.date=9999&amp;rft.aulast=Webb&amp;rft.aufirst=Christina&amp;rft.au=Dennis%2C+Nancy"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/489" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">seniors</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-7 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/tags-problems/aging-specific" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Aging specific</a></li><li class="field-item odd"><a href="/tags-problems/false-memories" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">false memories</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-8 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/471" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">episodic memory</a></li><li class="field-item odd"><a href="/taxonomy/term/492" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">visual memory</a></li><li class="field-item even"><a href="/taxonomy/term/623" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">scenes</a></li><li class="field-item odd"><a href="/taxonomy/term/476" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">encoding</a></li><li class="field-item even"><a href="/taxonomy/term/477" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">retrieval</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/aging" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Aging</a></li></ul></div><div class="field field-name-field-tags-regions field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/regions/neocortex/temporal-lobe/mediotemporal-lobe/hippocampus" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">hippocampus</a></li><li class="field-item odd"><a href="/category/regions/limbic-lobe/parahippocampal-region" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">parahippocampal</a></li><li class="field-item even"><a href="/category/regions/neocortex/frontal-lobe/prefrontal-cortex/medial-prefrontal-cortex" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">medial prefrontal cortex</a></li><li class="field-item odd"><a href="/category/regions/neocortex/temporal-lobe/posterior-medial-temporal-gyrus" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">posterior medial temporal gyrus</a></li><li class="field-item even"><a href="/category/regions/neocortex/parietal-lobe/inferior-parietal-lobule" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">inferior parietal lobule</a></li><li class="field-item odd"><a href="/category/regions/neocortex/temporal-lobe/fusiform-gyrus" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">fusiform gyrus</a></li></ul></div>Thu, 10 May 2018 03:07:04 +0000Fiona McPherson4350 at http://www.memory-key.comEye movements get re-enacted when we rememberhttp://www.memory-key.com/research/news/eye-movements-get-re-enacted-when-we-remember
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>An imaging and eye-tracking study has shown that the brain uses eye movements to help us recall remembered images.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>A small study has tested the eminent <a href="https://en.wikipedia.org/wiki/Donald_O._Hebb">Donald Hebb</a>’s hypothesis that visual imagery results from the reactivation of neural activity associated with viewing images, and that the re-enactment of eye-movement patterns helps both imagery and neural reactivation.</p>
<p>In the study, 16 young adults (aged 20-28) were shown a set of 14 distinct images for a few seconds each. They were asked to remember as many details of the picture as possible so they could visualize it later on. They were then cued to mentally visualize the images within an empty rectangular box shown on the screen.</p>
<p>Brain imaging and eye-tracking technology revealed that the same pattern of eye movements and brain activation occurred when the image was learned and when it was recalled. During recall, however, the patterns were compressed (which is consistent with our experience of remembering, where memories take a much shorter time than the original experiences).</p>
<p>Our understanding of memory is that it’s constructive — when we remember, we reconstruct the memory from separate bits of information in our database. This finding suggests that eye movements might be like a blueprint to help the brain piece together the bits in the right way.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2018-02/bcfg-cga021318.php">https://www.eurekalert.org/pub_releases/2018-02/bcfg-cga021318.php</a></p>
</div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4337] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13360" rel="nofollow">Bone MB</a>, <a href="/biblio?f%5Bauthor%5D=13000" rel="nofollow">St-Laurent M</a>, <a href="/biblio?f%5Bauthor%5D=13361" rel="nofollow">Dang C</a>, <a href="/biblio?f%5Bauthor%5D=13362" rel="nofollow">McQuiggan DA</a>, <a href="/biblio?f%5Bauthor%5D=13363" rel="nofollow">Ryan JD</a>, <a href="/biblio?f%5Bauthor%5D=13364" rel="nofollow">Buchsbaum BR</a></span>. <a href="https://academic.oup.com/cercor/advance-article/doi/10.1093/cercor/bhy014/4836786"><span class="biblio-title">Eye Movement Reinstatement and Neural Reactivation During Mental Imagery</span></a>. <a class="lexicon-term" href="/lexicon/1/letter_c#cerebral_cortex" title="the gray matter outer layer of the cerebrum. The newest part of the brain in evolutionary terms; responsible for primary sensory functions, motor coordination and control, and most particularly, the &quot;higher-order&quot; functions of language and thinking.">Cerebral Cortex</a> [Internet]. Submitted . Available from: <a href="https://academic.oup.com/cercor/advance-article/doi/10.1093/cercor/bhy014/4836786">https://academic.oup.com/cercor/advance-article/doi/10.1093/cercor/bhy014/4836786</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Eye+Movement+Reinstatement+and+Neural+Reactivation+During+Mental+Imagery&amp;rft.title=Cerebral+Cortex&amp;rft.stitle=Cereb+Cortex&amp;rft.date=9999&amp;rft.aulast=Bone&amp;rft.aufirst=Michael&amp;rft.au=St-Laurent%2C+Marie&amp;rft.au=Dang%2C+Christa&amp;rft.au=McQuiggan%2C+Douglas&amp;rft.au=Ryan%2C+Jennifer&amp;rft.au=Buchsbaum%2C+Bradley"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-8 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/492" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">visual memory</a></li><li class="field-item odd"><a href="/category/tags-memworks/perception" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">perception</a></li><li class="field-item even"><a href="/taxonomy/term/476" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">encoding</a></li><li class="field-item odd"><a href="/taxonomy/term/477" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">retrieval</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/how-memory-works" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">How memory works</a></li><li class="field-item odd"><a href="/category/topics/how-memory-works/perception" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Perception</a></li></ul></div>Wed, 09 May 2018 00:04:47 +0000Fiona McPherson4349 at http://www.memory-key.comHow expectations affect exam scoreshttp://www.memory-key.com/research/news/how-expectations-affect-exam-scores
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>A largish study</p>
<ul>
<li>confirms that college students tend to be over-confident about their academic success</li>
<li>supports some findings that female students are more realistic in their predictions of performance</li>
<li>finds that undergraduates can improve their expectations through repeated exam taking</li>
<li>finds that over-confidence is associated with higher performance</li>
<li>supports the theory that over-confidence motivates students to study harder.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>There has been quite a lot of research into the relationship between students’ expectations and academic performance. It’s fairly well-established that students tend to have inflated expectations of their performance, but the effect of this has been disputed. Does over-confidence discourage students from preparing for exams, or do high expectations motivate students to study harder? A largish study has investigated this question.</p>
<p>The study involved 592 second-year students taking a statistics course at the HSE International College of Economics and Finance in Moscow. The students take three written exams during the course of the year, with each exam being divided into two parts of 80 minutes by a small break. Researchers surveyed the students during these breaks to see what final scores they were expecting. Students were encouraged to take their best guess by the promise that reasonably close predictions would be rewarded with an extra point on their score. Exams were marked out of 100 (rather than with a broad letter grade).</p>
<p>Students’ ability was assessed using previous grades in mathematics and statistics, first-year GPA, second-year homework, and performance on the previous exam.</p>
<p>The study found that, given similar ability, students who expected higher scores did actually attain them, supporting the idea that high expectations motivate students to work harder.</p>
<p>Consistent with previous research, students (of both genders) were overwhelmingly inclined to overestimate their abilities. However, with each passing exam, their predictions become more accurate. Overall, female students tended to be more realistic in their expectations, and faster to learn from each exam.</p>
<p>The researchers suggest the finding supports giving tests at the beginning of a course so that students are able to adapt their expectations more quickly. Note, however, that these exams covered cumulative knowledge. Courses where exams cover different, unrelated, material each time, will probably not see the same benefit.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2018-01/nruh-hei012418.php">https://www.eurekalert.org/pub_releases/2018-01/nruh-hei012418.php</a></p>
<p>Full text available at <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02346/full"> https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02346/full</a></p>
</div></div></div><div class="field field-name-field-news-source field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"></div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4332] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13342" rel="nofollow">Magnus JR</a>, <a href="/biblio?f%5Bauthor%5D=13343" rel="nofollow">Peresetsky AA</a></span>. <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02346/full"><span class="biblio-title">Grade Expectations: Rationality and Overconfidence</span></a>. Frontiers in Psychology [Internet]. 2018 ;8. Available from: <a href="https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02346/full">https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02346/full</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Grade+Expectations%3A+Rationality+and+Overconfidence&amp;rft.title=Frontiers+in+Psychology&amp;rft.stitle=Front.+Psychol.&amp;rft.isbn=1664-1078&amp;rft.date=2018&amp;rft.volume=8&amp;rft.aulast=Magnus&amp;rft.aufirst=Jan&amp;rft.au=Peresetsky%2C+Anatoly"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-13 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-strategies/learning-strategies/study-skills/self-regulation" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">self regulation</a></li><li class="field-item odd"><a href="/category/tags-strategies/learning-strategies/study-skills/testing" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">testing</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-6 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/strategies/learning-strategies/study-skills" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Study skills</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/study-hall" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Study</a></li></ul></div>Tue, 08 May 2018 23:46:23 +0000Fiona McPherson4348 at http://www.memory-key.comLifestyle changes can prevent cognitive decline even in genetically at-risk individualshttp://www.memory-key.com/research/news/lifestyle-changes-can-prevent-cognitive-decline-even-genetically-risk-individuals
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A large study indicates that lifestyle changes, together with advice and support for managing vascular health, can help prevent cognitive decline even in carriers of the Alzheimer's gene.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>A Finnish study involving over 1000 older adults suggests that a counselling program can prevent cognitive decline even among those with the Alzheimer’s gene.</p>
<p>The study involved 1,109 older adults (aged 60-77) of whom 362 were carriers of the APOE4 gene. Some of the participants received regular lifestyle counselling (general health advice), while the rest received “enhanced” lifestyle counselling, involving nutrition counselling, physical and cognitive exercises, and support in managing the risk of cardiovascular diseases.</p>
<p>Earlier findings from the FINGER (Finnish Geriatric Intervention Study to Prevent Cognitive Impairment and Disability) trial showed that the regular lifestyle counselling group had a significantly increased risk of cognitive and functional impairment compared to the group receiving enhanced counselling. This analysis shows that this holds true even for those with the Alzheimer's gene, and indeed, might even be more helpful for carriers of the risky gene.</p>
<p>The findings emphasize the importance of early prevention strategies that target multiple modifiable risk factors simultaneously.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2018-01/uoef-lcp012518.php">https://www.eurekalert.org/pub_releases/2018-01/uoef-lcp012518.php</a></p>
</div></div></div><div class="field field-name-field-news-source field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"></div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4330] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13322" rel="nofollow">Solomon A</a>, <a href="/biblio?f%5Bauthor%5D=13323" rel="nofollow">Turunen H</a>, <a href="/biblio?f%5Bauthor%5D=13324" rel="nofollow">Ngandu T</a>, <a href="/biblio?f%5Bauthor%5D=13325" rel="nofollow">Peltonen M</a>, <a href="/biblio?f%5Bauthor%5D=13326" rel="nofollow">Levälahti E</a>, <a href="/biblio?f%5Bauthor%5D=13327" rel="nofollow">Helisalmi S</a>, <a href="/biblio?f%5Bauthor%5D=13328" rel="nofollow">Antikainen R</a>, <a href="/biblio?f%5Bauthor%5D=13329" rel="nofollow">Bäckman L</a>, <a href="/biblio?f%5Bauthor%5D=13330" rel="nofollow">Hänninen T</a>, <a href="/biblio?f%5Bauthor%5D=13331" rel="nofollow">Jula A</a>, et al.</span> <a href="https://jamanetwork.com/journals/jamaneurology/fullarticle/2670443"><span class="biblio-title">Effect of the Apolipoprotein E Genotype on Cognitive Change During a Multidomain Lifestyle Intervention: A Subgroup Analysis of a Randomized Clinical Trial</span></a>. JAMA Neurology [Internet]. 2018 ;75(4):462 - 470. Available from: <a href="https://jamanetwork.com/journals/jamaneurology/fullarticle/2670443">https://jamanetwork.com/journals/jamaneurology/fullarticle/2670443</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Effect+of+the+Apolipoprotein+E+Genotype+on+Cognitive+Change+During+a+Multidomain+Lifestyle+Intervention%3A+A+Subgroup+Analysis+of+a+Randomized+Clinical+Trial&amp;rft.title=JAMA+Neurology&amp;rft.stitle=JAMA+Neurol&amp;rft.isbn=2168-6149&amp;rft.date=2018&amp;rft.volume=75&amp;rft.issue=4&amp;rft.spage=462&amp;rft.epage=470&amp;rft.aulast=Solomon&amp;rft.aufirst=Alina&amp;rft.au=Turunen%2C+Heidi&amp;rft.au=Ngandu%2C+Tiia&amp;rft.au=Peltonen%2C+Markku&amp;rft.au=Lev%C3%A4lahti%2C+Esko&amp;rft.au=Helisalmi%2C+Seppo&amp;rft.au=Antikainen%2C+Riitta&amp;rft.au=B%C3%A4ckman%2C+Lars&amp;rft.au=H%C3%A4nninen%2C+Tuomo&amp;rft.au=Jula%2C+Antti&amp;rft.au=Laatikainen%2C+Tiina&amp;rft.au=Lehtisalo%2C+Jenni&amp;rft.au=Lindstr%C3%B6m%2C+Jaana&amp;rft.au=Paajanen%2C+Teemu&amp;rft.au=Pajala%2C+Satu&amp;rft.au=Stigsdotter-Neely%2C+Anna&amp;rft.au=Strandberg%2C+Timo&amp;rft.au=Tuomilehto%2C+Jaakko&amp;rft.au=Soininen%2C+Hilkka&amp;rft.au=Kivipelto%2C+Miia"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/489" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">seniors</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-5 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/lifestyle/activity/exercise" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Exercise</a></li><li class="field-item odd"><a href="/category/topics/lifestyle/diet" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Diet</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/aging" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Aging</a></li><li class="field-item odd"><a href="/category/topics//lifestyle" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Lifestyle</a></li></ul></div>Tue, 08 May 2018 20:12:54 +0000Fiona McPherson4347 at http://www.memory-key.comThe right diet may slow cognitive decline in stroke survivorshttp://www.memory-key.com/research/news/right-diet-may-slow-cognitive-decline-stroke-survivors
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>An observational study involving over 100 stroke survivors suggests the MIND diet may help substantially slow cognitive decline in those impaired by stroke.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>A pilot study involving 106 participants of the Rush Memory and Aging Project who had experienced a stroke followed participants for an average of 5.9 years, testing their cognitive function and monitoring their eating habits using food journals. It was found that those whose diets scored highest on the MIND (Mediterranean-DASH Diet Intervention for Neurodegenerative Delay) diet score had substantially slower rates of cognitive decline than those who scored lowest. The estimated effect of the diet remained strong even after taking into account participants' level of education and participation in cognitive and physical activities. Those who instead scored high on the Mediterranean or DASH diets did not show the same slower decline.</p>
<p>Both the Mediterranean and DASH diets have been shown to be protective against coronary artery disease and stroke, but this finding suggests the MIND diet is better for overall brain health.</p>
<p>The MIND diet is a hybrid of the Mediterranean and DASH (Dietary Approaches to Stop Hypertension) diets. It has 15 components: 10 “brain-healthy food groups” and five unhealthy groups (red meat, butter, cheese, pastries and sweets, and fried or fast food).</p>
<p>To adhere to the MIND diet, you need to</p>
<ul>
<li>eat at least three daily servings of whole grains</li>
<li>eat a green leafy vegetable and one other vegetable every day</li>
<li>drink a regular glass of wine</li>
<li>snack most days on nuts</li>
<li>have beans every other day or so</li>
<li>eat poultry and berries at least twice a week</li>
<li>eat fish at least once a week</li>
<li>limit butter to less than 1 1/2 teaspoons a day</li>
<li>eat less than 5 servings a week of sweets and pastries</li>
<li>eat less than one serving per week of whole fat cheese, and fried or fast food.</li>
</ul>
<p>The researchers stress that this is a preliminary study, observational only. They are currently seeking participants for a wider, intervention study.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2018-01/rumc-mdm012418.php">https://www.eurekalert.org/pub_releases/2018-01/rumc-mdm012418.php</a></p>
</div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p>Laurel J. Cherian &amp; Martha Clare Morris: Presentation at the American Stroke Association's International Stroke Conference 2018 in Los Angeles, January 25.</p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/489" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">seniors</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-5 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/lifestyle/diet" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Diet</a></li><li class="field-item odd"><a href="/category/topics/lifestyle/lifestyle/drugs/diet/alcohol" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">alcohol</a></li><li class="field-item even"><a href="/tags-lifestyle/mediterranean-diet" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Mediterranean diet</a></li><li class="field-item odd"><a href="/tags-lifestyle/nuts" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Nuts</a></li><li class="field-item even"><a href="/taxonomy/term/603" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">High fat</a></li><li class="field-item odd"><a href="/taxonomy/term/602" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Fish oils</a></li><li class="field-item even"><a href="/taxonomy/term/601" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Fruit vegetables</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-7 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-problems/memory-problems/health-related-problems/stroke" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">stroke</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/memory-problems" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Problems</a></li><li class="field-item odd"><a href="/category/topics/memory-problems/health-age-related-problems" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Health &amp; age-related problems</a></li></ul></div>Tue, 08 May 2018 09:21:27 +0000Fiona McPherson4346 at http://www.memory-key.comMuscular strength linked to brain health & cognitive functionhttp://www.memory-key.com/research/news/muscular-strength-linked-brain-health-cognitive-function
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A study of nearly half a million people has revealed that muscular strength is associated with brain health and cognitive performance, including among schizophrenics.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>A British study using data from 475,397 participants has shown that, on average, stronger people performed better across every test of brain functioning used. Tests looked at reaction speed, reasoning, visuospatial memory, <a class="lexicon-term" href="/lexicon/2/letter_p#prospective_memory" title="memory for intentions, for actions we wish or expect to carry out in the future. It contrasts with retrospective memory, memory of the past.">prospective memory</a>, and <a class="lexicon-term" href="/lexicon/2/letter_w#working_memory" title="Working memory contains the information of which you are immediately aware. Information being &amp;ldquo;put into&amp;rdquo; memory is held in working memory; memories being remembered are held in working memory. The capacity of working memory &amp;mdash; how much information it can hold at one time &amp;mdash; is severely limited. Working memory governs your ability to comprehend what you are reading or hearing, your ability to learn new words, your ability to plan and organize yourself, and much more.">working memory</a> (digit span). The relationship between muscular strength and brain function was consistently strong in both older and younger adults (those under 55 and those over), contradicting previous research showing it only in older adults.</p>
<p>The study also found that maximal handgrip was strongly correlated with both visuospatial memory and reaction time in 1,162 people with schizophrenia (prospective memory also approached statistical significance).</p>
<p>The finding raises the intriguing possibility that weight training could be particularly beneficial for people with mental health conditions, such as schizophrenia, major depression and bipolar disorder.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2018-04/nwsu-rrs041918.php">https://www.eurekalert.org/pub_releases/2018-04/nwsu-rrs041918.php</a></p>
<p>Full text available online at <a href="https://doi.org/10.1093/schbul/sby034" target="_blank"> https://doi.org/10.1093/schbul/sby034</a></p>
</div></div></div><div class="field field-name-field-news-source field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"></div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4329] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13312" rel="nofollow">Firth J</a>, <a href="/biblio?f%5Bauthor%5D=13313" rel="nofollow">Stubbs B</a>, <a href="/biblio?f%5Bauthor%5D=13314" rel="nofollow">Vancampfort D</a>, <a href="/biblio?f%5Bauthor%5D=13315" rel="nofollow">Firth JA</a>, <a href="/biblio?f%5Bauthor%5D=13316" rel="nofollow">Large M</a>, <a href="/biblio?f%5Bauthor%5D=13317" rel="nofollow">Rosenbaum S</a>, <a href="/biblio?f%5Bauthor%5D=13318" rel="nofollow">Hallgren M</a>, <a href="/biblio?f%5Bauthor%5D=13319" rel="nofollow">Ward PB</a>, <a href="/biblio?f%5Bauthor%5D=13320" rel="nofollow">Sarris J</a>, <a href="/biblio?f%5Bauthor%5D=13321" rel="nofollow">Yung AR</a></span>. <a href="https://academic.oup.com/schizophreniabulletin/advance-article/doi/10.1093/schbul/sby034/4942313"><span class="biblio-title">Grip Strength Is Associated With Cognitive Performance in Schizophrenia and the General Population: A UK Biobank Study of 476559 Participants</span></a>. Schizophrenia Bulletin [Internet]. Submitted . Available from: <a href="https://academic.oup.com/schizophreniabulletin/advance-article/doi/10.1093/schbul/sby034/4942313">https://academic.oup.com/schizophreniabulletin/advance-article/doi/10.1093/schbul/sby034/4942313</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Grip+Strength+Is+Associated+With+Cognitive+Performance+in+Schizophrenia+and+the+General+Population%3A+A+UK+Biobank+Study+of+476559+Participants&amp;rft.title=Schizophrenia+Bulletin&amp;rft.stitle=Schizophr+Bull&amp;rft.date=9999&amp;rft.aulast=Firth&amp;rft.aufirst=Joseph&amp;rft.au=Stubbs%2C+Brendon&amp;rft.au=Vancampfort%2C+Davy&amp;rft.au=Firth%2C+Josh&amp;rft.au=Large%2C+Matthew&amp;rft.au=Rosenbaum%2C+Simon&amp;rft.au=Hallgren%2C+Mats&amp;rft.au=Ward%2C+Philip&amp;rft.au=Sarris%2C+Jerome&amp;rft.au=Yung%2C+Alison"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-5 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/lifestyle/activity/exercise" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Exercise</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-8 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/468" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">prospective memory</a></li><li class="field-item odd"><a href="/taxonomy/term/492" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">visual memory</a></li><li class="field-item even"><a href="/category/tags-memworks/working-memory" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">working memory</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics//lifestyle" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Lifestyle</a></li></ul></div>Tue, 08 May 2018 03:06:10 +0000Fiona McPherson4345 at http://www.memory-key.comAir pollution exposure walking to school linked to slower growth of working memoryhttp://www.memory-key.com/research/news/air-pollution-exposure-walking-school-linked-slower-growth-working-memory
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A large study has found higher levels of traffic-related air pollution, still within the EU safe limits, are associated with slower growth in <a class="lexicon-term" href="/lexicon/2/letter_w#working_memory" title="Working memory contains the information of which you are immediately aware. Information being &amp;ldquo;put into&amp;rdquo; memory is held in working memory; memories being remembered are held in working memory. The capacity of working memory &amp;mdash; how much information it can hold at one time &amp;mdash; is severely limited. Working memory governs your ability to comprehend what you are reading or hearing, your ability to learn new words, your ability to plan and organize yourself, and much more.">working memory</a> capacity in primary/elementary school children.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>A Spanish study investigating the effects of traffic-related air pollution on children walking to school has found higher levels of particulate matter and black carbon were associated with decreased growth in <a class="lexicon-term" href="/lexicon/2/letter_w#working_memory" title="Working memory contains the information of which you are immediately aware. Information being &amp;ldquo;put into&amp;rdquo; memory is held in working memory; memories being remembered are held in working memory. The capacity of working memory &amp;mdash; how much information it can hold at one time &amp;mdash; is severely limited. Working memory governs your ability to comprehend what you are reading or hearing, your ability to learn new words, your ability to plan and organize yourself, and much more.">working memory</a> capacity. Working memory capacity grows during childhood (and tends to fall in old age).</p>
<p>The study involved 1,234 children aged 7-10, from 39 schools across the city of Barcelona. The children were tested four times over a year to establish their developmental trajectories in working memory and inattentiveness. Average particulate matter, black carbon, and nitrogen dioxide, were estimated for the children’s walking routes using standard measures.</p>
<p>None of the pollutants were associated with inattentiveness. The effect of NO<sub>2 </sub>on working memory was inconclusive. However, increased concentrations of particulate matter and black carbon were associated with a reduction in the annual growth of working memory of 4.6% and 3.9%, respectively. Boys were more affected than girls.</p>
<p>The study followed an earlier study showing that exposure to traffic-related pollutants in schools was associated with slower cognitive development. Research has previously shown that 20% of a child's daily dose of black carbon (which is directly related to traffic) is inhaled during urban commutes.</p>
<p>The finding emphasizes that even “short exposures to very high concentrations of pollutants can have a disproportionately high impact on health”, and this may be especially true for children, with their smaller lung capacity and higher breathing rate.</p>
<p>The researchers emphasize that the solution for parents is not to stop children walking to school, since those who commute by car or public transport are also exposed to the pollution. Rather, the aim should be to try and find (or make) less polluted, low-traffic paths to school.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2017-10/bifg-ape100517.php">https://www.eurekalert.org/pub_releases/2017-10/bifg-ape100517.php</a></p>
</div></div></div><div class="field field-name-field-news-source field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"></div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4326] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13286" rel="nofollow">Alvarez-Pedrerol M</a>, <a href="/biblio?f%5Bauthor%5D=13287" rel="nofollow">Rivas I</a>, <a href="/biblio?f%5Bauthor%5D=13288" rel="nofollow">López-Vicente M</a>, <a href="/biblio?f%5Bauthor%5D=13289" rel="nofollow">Suades-González E</a>, <a href="/biblio?f%5Bauthor%5D=13290" rel="nofollow">Donaire-Gonzalez D</a>, <a href="/biblio?f%5Bauthor%5D=13291" rel="nofollow">Cirach M</a>, <a href="/biblio?f%5Bauthor%5D=13292" rel="nofollow">de Castro M</a>, <a href="/biblio?f%5Bauthor%5D=13293" rel="nofollow">Esnaola M</a>, <a href="/biblio?f%5Bauthor%5D=13294" rel="nofollow">Basagaña X</a>, <a href="/biblio?f%5Bauthor%5D=13295" rel="nofollow">Dadvand P</a>, et al.</span> <a href="http://www.sciencedirect.com/science/article/pii/S0269749117318997"><span class="biblio-title">Impact of commuting exposure to traffic-related air pollution on cognitive development in children walking to school</span></a>. Environmental Pollution [Internet]. 2017 ;231:837 - 844. Available from: <a href="http://www.sciencedirect.com/science/article/pii/S0269749117318997">http://www.sciencedirect.com/science/article/pii/S0269749117318997</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Impact+of+commuting+exposure+to+traffic-related+air+pollution+on+cognitive+development+in+children+walking+to+school&amp;rft.title=Environmental+Pollution&amp;rft.stitle=Environmental+Pollution&amp;rft.isbn=0269-7491&amp;rft.date=2017&amp;rft.volume=231&amp;rft.spage=837&amp;rft.epage=844&amp;rft.aulast=Alvarez-Pedrerol&amp;rft.aufirst=Mar&amp;rft.au=Rivas%2C+Ioar&amp;rft.au=L%C3%B3pez-Vicente%2C+M%C3%B2nica&amp;rft.au=Suades-Gonz%C3%A1lez%2C+Elisabet&amp;rft.au=Donaire-Gonzalez%2C+David&amp;rft.au=Cirach%2C+Marta&amp;rft.au=de+Castro%2C+Montserrat&amp;rft.au=Esnaola%2C+Mikel&amp;rft.au=Basaga%C3%B1a%2C+Xavier&amp;rft.au=Dadvand%2C+Payam&amp;rft.au=Nieuwenhuijsen%2C+Mark&amp;rft.au=Sunyer%2C+Jordi"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/tags-development/child-development" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">child development</a></li><li class="field-item odd"><a href="/category/tags-development/school-age-child" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">school-age child</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-5 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/lifestyle/environment/pollutants" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Pollutants</a></li><li class="field-item odd"><a href="/tags-lifestyle/air" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">air</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-8 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/tags-memworks/attention" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">attention</a></li><li class="field-item odd"><a href="/category/tags-memworks/working-memory" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">working memory</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li></ul></div>Tue, 08 May 2018 02:31:45 +0000Fiona McPherson4344 at http://www.memory-key.comAir pollution during pregnancy linked to cognitive impairment in childrenhttp://www.memory-key.com/research/news/air-pollution-during-pregnancy-linked-cognitive-impairment-children
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A largish study involving school-age children not at any particular risk has found that higher levels of air pollution experienced by the mother during pregnancy are linked to less gray matter in some brain regions.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>Research using data from a population-based birth cohort from Rotterdam, in The Netherlands, has found that children exposed to higher levels of air pollution when they were in womb had significantly thinner cortex in several brain regions. Some of this appeared to be related to impaired inhibitory control.</p>
<p>The study involved 783 children aged 6 to 10, who were given brain imaging and cognitive tests. Levels of air pollution in the mother’s environment during pregnancy were estimated using a standardized procedure. Mean fine particle levels were 20.2 μg/m<sup>3</sup>, and nitrogen dioxide levels were 39.3μg/m<sup>3</sup>. Note that the EU limit for mean fine particles is actually above that (25μg/m<sup>3</sup>), while the NO<sub>2</sub> level is at the EU limit (40μg/m<sup>3</sup>), with 45% of the Dutch population experiencing higher levels. The World Health Organization sets a much lower level for fine particles: 10 μg/m<sup>3</sup>.</p>
<p>Children whose mothers were smokers were excluded from the study, as were children from areas where pollution measures weren’t available. Children included tended to be from a higher socio-economic position compared to those not included. Moreover, children with ADHD, or developmental or behavioral problems, were also excluded.</p>
<p>Global brain volume was not affected by fetal exposure. However, several brain regions showed significantly thinner cortex — in particular, the <a class="lexicon-term" href="/lexicon/1/letter_p#precuneus" title="part of the medial section of the posterior parietal cortex">precuneus</a> and rostral middle frontal regions, which partially accounted for the observed association between fetal exposure to fine particles and impaired inhibitory control (the ability to control your own behavior, especially impulsive behavior). This sort of cognitive impairment at early ages could have significant long-term consequences in academic achievement, later career success, and even in risk of mental disorders.</p>
<p>The findings are consistent with other studies linking acceptable air pollution levels with problems including cognitive impairment and child development.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2018-03/e-apl030818.php">https://www.eurekalert.org/pub_releases/2018-03/e-apl030818.php</a></p>
</div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4325] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13275" rel="nofollow">Guxens M</a>, <a href="/biblio?f%5Bauthor%5D=13276" rel="nofollow">Lubczyńska MJ</a>, <a href="/biblio?f%5Bauthor%5D=13277" rel="nofollow">Muetzel RL</a>, <a href="/biblio?f%5Bauthor%5D=13278" rel="nofollow">Dalmau-Bueno A</a>, <a href="/biblio?f%5Bauthor%5D=13279" rel="nofollow">Jaddoe VWV</a>, <a href="/biblio?f%5Bauthor%5D=13280" rel="nofollow">Hoek G</a>, <a href="/biblio?f%5Bauthor%5D=13281" rel="nofollow">van der Lugt A</a>, <a href="/biblio?f%5Bauthor%5D=13282" rel="nofollow">Verhulst FC</a>, <a href="/biblio?f%5Bauthor%5D=13283" rel="nofollow">White T</a>, <a href="/biblio?f%5Bauthor%5D=13284" rel="nofollow">Brunekreef B</a>, et al.</span> <a href="https://www.biologicalpsychiatryjournal.com/article/S0006-3223(18)30064-7/fulltext"><span class="biblio-title">Air Pollution Exposure During Fetal Life, Brain Morphology, and Cognitive Function in School-Age Children</span></a>. Biological Psychiatry [Internet]. 2018 . Available from: <a href="https://www.biologicalpsychiatryjournal.com/article/S0006-3223(18)30064-7/fulltext">https://www.biologicalpsychiatryjournal.com/article/S0006-3223(18)30064-7/fulltext</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Air+Pollution+Exposure+During+Fetal+Life%2C+Brain+Morphology%2C+and+Cognitive+Function+in+School-Age+Children&amp;rft.title=Biological+Psychiatry&amp;rft.stitle=Biological+Psychiatry&amp;rft.isbn=0006-3223%2C+1873-2402&amp;rft.date=2018&amp;rft.aulast=Guxens&amp;rft.aufirst=M%C3%B2nica&amp;rft.au=Lubczy%C5%84ska%2C+Ma%C5%82gorzata&amp;rft.au=Muetzel%2C+Ryan&amp;rft.au=Dalmau-Bueno%2C+Albert&amp;rft.au=Jaddoe%2C+Vincent&amp;rft.au=Hoek%2C+Gerard&amp;rft.au=van+der+Lugt%2C+Aad&amp;rft.au=Verhulst%2C+Frank&amp;rft.au=White%2C+Tonya&amp;rft.au=Brunekreef%2C+Bert&amp;rft.au=Tiemeier%2C+Henning&amp;rft.au=Marroun%2C+Hanan"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/tags-development/child-development" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">child development</a></li><li class="field-item odd"><a href="/category/tags-development/prenatal" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">prenatal</a></li><li class="field-item even"><a href="/category/tags-development/school-age-child" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">school-age child</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-5 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/lifestyle/environment/pollutants" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Pollutants</a></li><li class="field-item odd"><a href="/tags-lifestyle/air" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">air</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-7 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/tags-problems/distractability" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">distractability</a></li><li class="field-item odd"><a href="/category/tags-problems/memory-problems/learning-disabilities" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">learning difficulties</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/parent-center/education/classroom-learning" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Children</a></li></ul></div>Mon, 07 May 2018 23:18:49 +0000Fiona McPherson4343 at http://www.memory-key.comReduced face memorization ability in those with MCIhttp://www.memory-key.com/research/news/reduced-face-memorization-ability-those-mci
<div class="field field-name-field-teaser field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <ul>
<li>A small study suggests that the ability to remember faces specifically is impaired in those with amnestic mild cognitive impairment.</li>
</ul>
</div></div></div><div class="field field-name-field-body field-type-text-long field-label-hidden view-mode-fulltext"><div class="field-items"><div class="field-item even"> <p>A small Japanese study has found evidence that those with amnestic mild cognitive impairment (aMCI) show a specific decline in their ability to recognize faces, and this is accompanied by changes in the way they scan faces.</p>
<p>The study involved 18 patients with aMCI and 18 age-matched healthy controls. Participants were tested on their ability to perceive and remember images of faces and houses.</p>
<p>Those with aMCI showed poorer memory for faces compared to their memory for houses, while control participants showed no difference between the two. Moreover, compared with controls, those with aMCI spent less time looking at the eyes in the image, while increasing the time they spent looking at the mouths of faces.</p>
<p>In general, people have an excellent memory for faces compared to other visual stimuli, and the eyes are particularly useful in helping us remember the face. The researchers suggest that damage to the brain region known as the fusiform face area (FFA) is responsible for the abnormal processing of faces. It is worth noting that a case study of a patient with acquired prosopagnosia revealed the same pattern of fixating on the mouth rather than the eyes.</p>
<p>The finding is consistent with several other studies showing impaired face processing in those with aMCI, but there is some controversy about that conclusion.</p>
<p><a href="https://www.eurekalert.org/pub_releases/2017-11/ku-pso112117.php">https://www.eurekalert.org/pub_releases/2017-11/ku-pso112117.php</a></p>
<p>Full text available at <a href="https://www.nature.com/articles/s41598-017-14585-5"> https://www.nature.com/articles/s41598-017-14585-5</a></p>
</div></div></div><section class="field field-name-field-news-ref field-type-text-long field-label-above view-mode-fulltext"><h2 class="field-label">Reference:&nbsp;</h2><div class="field-items"><div class="field-item even"> <p><span class="citekey">[4324] </span><span class="biblio-authors"><a href="/biblio?f%5Bauthor%5D=13270" rel="nofollow">Kawagoe T</a>, <a href="/biblio?f%5Bauthor%5D=13271" rel="nofollow">Matsushita M</a>, <a href="/biblio?f%5Bauthor%5D=13272" rel="nofollow">Hashimoto M</a>, <a href="/biblio?f%5Bauthor%5D=13273" rel="nofollow">Ikeda M</a>, <a href="/biblio?f%5Bauthor%5D=13274" rel="nofollow">Sekiyama K</a></span>. <a href="https://www.nature.com/articles/s41598-017-14585-5"><span class="biblio-title">Face-specific memory deficits and changes in eye scanning patterns among patients with amnestic mild cognitive impairment</span></a>. Scientific Reports [Internet]. 2017 ;7(1):14344. Available from: <a href="https://www.nature.com/articles/s41598-017-14585-5">https://www.nature.com/articles/s41598-017-14585-5</a><span class="Z3988" title="ctx_ver=Z39.88-2004&amp;rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&amp;rft.atitle=Face-specific+memory+deficits+and+changes+in+eye+scanning+patterns+among+patients+with+amnestic+mild+cognitive+impairment&amp;rft.title=Scientific+Reports&amp;rft.isbn=2045-2322&amp;rft.date=2017&amp;rft.volume=7&amp;rft.issue=1&amp;rft.spage=14344&amp;rft.aulast=Kawagoe&amp;rft.aufirst=Toshikazu&amp;rft.au=Matsushita%2C+Masateru&amp;rft.au=Hashimoto%2C+Mamoru&amp;rft.au=Ikeda%2C+Manabu&amp;rft.au=Sekiyama%2C+Kaoru"></span></p>
</div></div></section><div class="field field-name-taxonomy-vocabulary-9 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/489" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">seniors</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-7 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/memory-problems/mild-cognitive-impairment" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">MCI</a></li><li class="field-item odd"><a href="/category/tags-problems/memory-problems/dementia/diagnosis/early-markers" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">early markers</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-8 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/taxonomy/term/470" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">identity memory</a></li></ul></div><div class="field field-name-taxonomy-vocabulary-3 field-type-taxonomy-term-reference field-label-hidden view-mode-fulltext"><ul class="field-items"><li class="field-item even"><a href="/category/topics/memory-problems/alzheimers-other-dementias" typeof="skos:Concept" property="rdfs:label skos:prefLabel" datatype="">Alzheimers</a></li></ul></div>Mon, 07 May 2018 21:43:42 +0000Fiona McPherson4342 at http://www.memory-key.com